Stanton Harcourt C. E. School Behaviour policy January 2009 Aims. • • • •
To provide a personalised education that brings out the best in every child that builds on their strengths, enables them to develop a love of learning and helps them to become motivated and successful. To work with children to support and encourage them to build positive relationships with others and work effectively within a team so that they can grow into confident people valued for the contribution they make. To support the ethos of the school and ensure that everyone works to an agreed set of values and principles. That the beliefs and attitudes of everyone support the learning environment and ensure that everyone is treated with respect.
Objectives. To produce; • • • • •
A positive calm learning environment. An agreed clear structure and code of conduct which promotes good behaviour for all. An awareness and appreciation of the needs and feelings of others. An ability to cope with difficult situations amicably. Individuals who are responsible for their own behaviour.
Principles. • • • • • •
Always focus on the behaviour and not the child. Model good behaviour. Build positive relationships. Have high expectations. Communicate effectively. Clear guidelines for behaviour, using the language of choice, consequences and rewards.
The behaviour in our school is a shared responsibility. Each class has an agreed code of conduct which is shared and displayed. Consequences are understood by all and rewards systems set up.
Our school has three Golden rules; • • •
We always speak politely and use the correct voice. We respect property and personal space. We do as we are asked first time.
Our school has a series of consequences; • • • • • • •
Choice. Take up time. Time out in class to think about choices. Time out in another class. Written reflection. Referred to Headteacher or senior staff. Parents informed.
Children are encouraged to view behaviour as a choice. All adults must use descriptive praise and positive attitudes. Low level disruption is dealt with positively whenever possible. Refusal to accept any consequence triggers the next. Take up time is allowed to give children time to consider choices. Some behaviours are serious and skip the first stages of consequences. Any behaviour which is aggressive or personally injures another person in the school, including bulling and verbal or racial abuse, must be brought to the attention of the Headteacher.